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Behavioral Sciences
Special Issues
Violence and Bullying: Risks, Intervention, Prevention
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Violence and Bullying: Risks, Intervention, Prevention

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Psychiatric, Emotional and Behavioral Disorders".

Deadline for manuscript submissions: 30 June 2026 | Viewed by 2679

Special Issue Editors

Dr. Yangjin Park

E-Mail Website
Guest Editor
School of Social Work, The University of Texas at Arlington, Arlington, TX 76019, USA
Interests: violence and trauma; family therapy; family intervention
Dr. Jennifer L. Murphy

E-Mail Website
Guest Editor
School of Social Work, The University of Texas at Arlington, Arlington, TX 76019, USA
Interests: child and adolescent mental health; mental health service utilization; school social work practice; interprofessional mental health practice in schools; adverse childhood experiences
Dr. Sejung Yang

E-Mail Website
Guest Editor
Department of Social Work, Ohio University, Athens, OH 45701, USA
Interests: domestic violence; restorative justice; intergenerational transmission of violence and trauma

Special Issue Information

Dear Colleagues,

Violence and bullying remain critical and pervasive issues across various social contexts, with significant consequences for individuals, communities, and institutions. Bullying behaviors manifest in numerous forms, including physical aggression, psychological intimidation, workplace harassment, and cyberbullying, each contributing to long-term emotional and social harm. Despite growing awareness and ongoing policy efforts, the persistence of these issues highlights the need for continued scholarly examination of their underlying causes, risk factors, and the effectiveness of various intervention and prevention strategies.

This Special Issue seeks to advance academic discourse on violence and bullying by bringing together research that explores both theoretical and applied perspectives. We invite submissions that examine the psychological, social, and structural determinants of aggressive behaviors, as well as those that evaluate intervention models and prevention frameworks across different settings. Particularly welcome are studies that investigate the role of digital technologies in both exacerbating and mitigating bullying, the impact of early-life experiences on aggressive tendencies, and policy-driven approaches aimed at fostering safer environments. Contributions employing qualitative, quantitative, and mixed-method approaches are encouraged, as well as interdisciplinary perspectives that integrate insights from psychology, social work, education, public health, and criminology.

By compiling diverse research on violence and bullying, this Special Issue aims to contribute to a deeper understanding of these phenomena while identifying practical, evidence-based solutions. We hope this collection will serve as a valuable resource for scholars, practitioners, and policymakers dedicated to reducing violence and promoting safer, more inclusive communities.

Dr. Yangjin Park
Dr. Jennifer L. Murphy
Dr. Sejung Yang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • bullying
  • violence
  • aggression
  • intervention strategies
  • prevention programs
  • cyberbullying
  • workplace harassment
  • school safety
  • mental health
  • policy development

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Published Papers (3 papers)

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Research

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21 pages, 512 KB  
Article
Development and Validation of the Adolescent Bystander Intervention Barrier Perception Scale in School Bullying
by Zheng Mao and Yisheng Yang
Behav. Sci. 2026, 16(1), 55; https://doi.org/10.3390/bs16010055 - 29 Dec 2025
Viewed by 220
Abstract
Based on the theoretical framework of psychological barriers among third-party bystanders in school bullying contexts, grounded in Protection Motivation Theory and Ecological Systems Theory, this study developed and validated the “Adolescent Bystander Intervention Barrier Perception Scale” (ABIBPS). The initial item pool was developed [...] Read more.
Based on the theoretical framework of psychological barriers among third-party bystanders in school bullying contexts, grounded in Protection Motivation Theory and Ecological Systems Theory, this study developed and validated the “Adolescent Bystander Intervention Barrier Perception Scale” (ABIBPS). The initial item pool was developed through literature review and semi-structured interviews, followed by item analysis, exploratory and confirmatory factor analyses across three samples (middle school students, N = 388; middle school students, N = 474; upper elementary school students, N = 547). Results revealed a robust two-factor structure comprising “Personal Risk and Fear Perception” and “Intervention Efficacy and Outcome Uncertainty.” The scale demonstrated measurement invariance across different age groups, good internal consistency reliability, structural validity, and criterion-related validity. Correlation analyses indicated that adolescent bystander intervention barrier perceptions were significantly negatively associated with prosocial behavior, positive youth development, intentional self-regulation, and self-esteem. This study provides a valid measurement tool for understanding the psychological barrier mechanisms of bystander behavior in school bullying, offering significant theoretical and practical implications for promoting active intervention behaviors among adolescents. Full article
(This article belongs to the Special Issue Violence and Bullying: Risks, Intervention, Prevention)
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24 pages, 375 KB  
Article
Beyond the Surface: A Consensual Qualitative Research into the Multifaceted Nature of Bullying
by Laura Menabò, Debora Ginocchio, Felicia Roga, Eleonora Renda and Annalisa Guarini
Behav. Sci. 2025, 15(12), 1631; https://doi.org/10.3390/bs15121631 - 27 Nov 2025
Viewed by 587
Abstract
Bullying is a significant social issue, yet research often relies on quantitative methods. Our study aimed to gain a deeper insight by giving students a voice in expressing their experiences and perceptions, focusing on how youth define and perceive bullying, the different roles [...] Read more.
Bullying is a significant social issue, yet research often relies on quantitative methods. Our study aimed to gain a deeper insight by giving students a voice in expressing their experiences and perceptions, focusing on how youth define and perceive bullying, the different roles involved, and the coping strategies they identify. We conducted 16 focus groups with 220 Italian students, using the Consensus Qualitative Research method. Seven key domains emerged, with core ideas classified by frequency: general (>75%), typical (25–75%), and variant (≤25%). In “Characteristics of bullying,” power imbalance was general, intentionality was typical, and repetition was variant. In “Bullying behaviors,” physical and verbal bullying were general; relational bullying was variant. Regarding “The bully,” moral disengagement and compensation were general, retaliation was typical, and intimidation was variant. For “The victim,” perceived weakness and well-being were general, ethnic victimization was typical, and victim blaming was variant. In “Other roles,” pro-bullies and passive bystanders were typical; defenders were variant. “Victim’s coping strategies” included nonchalance, distancing, and seeking social support as general; retaliation as typical; and talking with the bully as variant. Finally, “Bystanders’ coping strategies” included protecting the victim (typical) and self-protection (variant). These findings offer a nuanced perspective on bullying and inform more targeted interventions. Full article
(This article belongs to the Special Issue Violence and Bullying: Risks, Intervention, Prevention)

Other

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24 pages, 600 KB  
Systematic Review
Longitudinal Evidence on Peer Victimisation and Persistent Mental Health Outcomes in Youth: A Systematic Review
by Alessandra Giuliani, Irene Petruccelli and Giulio D’Urso
Behav. Sci. 2025, 15(12), 1734; https://doi.org/10.3390/bs15121734 - 15 Dec 2025
Viewed by 1296
Abstract
Longitudinal studies consistently demonstrate that repeated exposure to peer victimisation can have enduring consequences for children and adolescents’ mental health. Documented outcomes include elevated risks of disorders such as depression, anxiety disorders, post-traumatic stress symptoms, and self-harm or suicidality, as well as broader [...] Read more.
Longitudinal studies consistently demonstrate that repeated exposure to peer victimisation can have enduring consequences for children and adolescents’ mental health. Documented outcomes include elevated risks of disorders such as depression, anxiety disorders, post-traumatic stress symptoms, and self-harm or suicidality, as well as broader psychosocial difficulties such as low self-esteem, loneliness, and internalising difficulties. However, prevalence estimates and effect sizes vary widely, reflecting differences in study design, measurement strategies, follow-up length, and the operationalisation of victimisation. This systematic review synthesises findings from 24 longitudinal studies to provide a comprehensive account of the mental health and psychosocial outcomes associated with peer victimisation. Evidence was strongest for depression and anxiety disorders, where multiple population-based cohorts in the United States, United Kingdom, Ireland, and Scandinavia showed robust prospective and retrospective associations, with risks amplified by repeated or persistent exposure. Peer victimisation also functioned as a traumatic stressor, predicting later post-traumatic stress symptoms, while self-harm and suicidality were elevated in several large-scale studies, though findings were less consistent. Additional work linked victimisation to later impaired well-being, including low self-esteem and internalizing difficulties. Mediators such as rumination, hostile attributions, and internalised stigma and moderators including gender, school belonging, and family support further explained heterogeneity in outcomes. By integrating findings across diverse contexts, this review clarifies the breadth and severity of long-term consequences of peer victimisation, highlighting both psychological mechanisms and contextual buffers. These insights can inform theoretical models of victimisation as a developmental risk factor and support the design of targeted prevention and intervention strategies. Full article
(This article belongs to the Special Issue Violence and Bullying: Risks, Intervention, Prevention)
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